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1	Språka om normer : En undersökning av normer om genus i läroböcker i spanska steg 3 för gymnasiet / Norms in textbooks : A discursive study of the representation of gender norms in Spanish textbooks Holmgren, Jensine January 2014 (has links) The aim of this study is to examine the existence of norms in three Spanish textbooks intended for upper secondary school in Sweden. One category of norms, gender norms, is selected for analysis. The focus of the analysis is on how gender norms are represented in the textbooks. The concept of gender also includes - in addition to the relation between man och woman - ethnicity, sexuality and disability. The three analysed textbooks are Caminando 3, Vistas 3 and El Sur paso 3. For this purpose, Norman Fairclough’s Critical Discourse Analysis (CDA) is the method used to examine the discourse of gender in textbooks on a textual, a scholastic and a societal level. The results show that the gender equality is high in the textbooks, both on an individual level as well as on a societal level. Most of the Spanish-speaking nationalities are represented in the textbooks, but the image given of Spanish and Latin American people is a templated, stereotypical one – especially the image of the native American. Not much space is spared for the disabled or people with divergent sexuality in the textbooks, where the normally functioning, heterosexual person is a norm. If wanting to meet the demands in the curriculum and to be representative for the diversity in society, the authors of textbooks need to reconsider their strategy and include a great variety of people in their textbooks. diskurs genus läroböcker spanskundervisning normer värdegrund
2	Sångtextens outnyttjade potential i läroböcker i spanska : En analys av läromedel för undervisning i spanska, Moderna språk 3 / The Untapped Potential of Song Lyrics in Textbooks for Spanish : An analysis of textbooks for Spanish course 3 in Upper Secondary School Dudys, Marcelina Maria January 2023 (has links) This study explores the use of song lyrics in three high school level educational textbooks for teaching Spanish in the course Modern languages 3. The topic is investigated by asking questions on how song lyrics are used in the textbooks, to what extent they are used and what students are expected to do and learn from the song lyrics. The investigation is carried out using qualitative content analysis by Boréus and Kohl (2018). The results show that song lyrics are used in the investigated textbooks in different ways, among others as texts with questions or exercises to work with, with the intention of developing students reading comprehension skills or to practice oral communicative ability. Song lyrics are also used as cultural reference and, to a much lesser extent, for entertainment. Song lyrics are used as a supplement to chapters in a textbook too. It was found out that song lyrics in the textbooks are used in a limited number. sång musik spanskundervisning gymnasiet Didactics Didaktik
3	Lärares syn på målspråksanvändning i klassrummet : Om förutsättningar och strategier hos fem lärare i Sverige och Spanien / Teachers' Views on the Use of Target Language in Class. : Strategies and conditions for five language teachers in Sweden and Spain. Dahlberg, Tove January 2013 (has links) El objetivo de este estudio es conocer las experiencias de la enseñanza de lenguas extranjeras de cinco profesores, tres españolas y dos suecos, quienes trabajan en sus respectivos países. Las preguntas de la investigación tienen que ver con las condiciones de la enseñanza de las lenguas extranjeras, las estrategias y los pensamientos que tienen los profesores sobre su propio uso de lengua meta en clase, lo que dicen los profesores del estudio, qué hacen para dar la oportunidad a sus alumnos, escuchar y hablar la lengua meta en clase. Los métodos son entrevistas y encuestas. El resultado revela que existen varios factores que pueden estimular un aprendizaje exitoso de la lengua extranjera, que los profesores eligen qué lengua usar según la situación, que los alumnos escuchan la lengua meta principalmente a través de los profesores. Además se nota una clara diferencia en la forma en la que los profesores de los dos países organizan sus respectivos ejercicios de conversación. Dos de las conclusiones que se puede sacar son que los profesores son concientes de que su uso de lengua meta en clase ayuda a los alumnos aprender y que hay diferencias pero también mucho en común entre qué y cómo hacen los profesores de los dos países. / This study aims to research the experiences of modern language teaching of five teachers, three teaching English in Spain and two teaching Spanish in Sweden. More specifically this paper aims to investigate the conditions for modern language teaching, the strategies and thoughts the teachers have about their use of the target language and what the teachers say they do to make the pupils listen to and talk the target language in class. The material consists of one-hour interviews with the teachers and questionnaires to their students. The results show that there exist various factors that could benefit a successful language learning, the results also show that the teachers choose which language to use according to situation and that the teachers talk is the way the pupils mainly listen to the target language. In addition there are differences between how teachers in the two countries organize the conversation excercises. Two of the conclusions are that the teachers are aware that their use of the target language helps the students to learn and also that there are differences but also similarities among what and how the teachers are doing in class in the two countries. språkundervisning moderna språk målspråk spanskundervisning i Sverige engelskundervisning i Spanien kvalitativ intervju enseñanza de lenguas extranjeras lengua meta
4	”Har man ett interkulturellt perspektiv och ett sådant synsätt, så genomsyrar ju det hela undervisningen” : En intervjustudie om interkulturellt perspektiv och förhållningssätt i spanskundervisning på högstadium och gymnasium Göransson, Madeleine January 2022 (has links) The purpose of the study is to examine Spanish teachers’ understanding of the concepts of intercultural perspective and intercultural approach within the teaching of Spanish as a foreign language. The study investigates this understanding in relation to Swedish governing documents and directives. Another question is whether teachers consider themselves to include this in their own teaching and how they experience the support given by the schools where they operate concerning how to cover intercultural perspective and intercultural approach in Spanish language teaching and learning. In the study we use a qualitative method, specifically the semi-structured and explorative interview. Seven teachers are interviewed digitally. The results of this investigation indicate that the informants possess some knowledge as to the meaning and significance of intercultural perspective and intercultural approach within the teaching of Spanish as a foreign language. However, this knowledge seems to depend on the size of the community in which they operate and whether they consider themselves to be surrounded by multiple cultures or not and therefore have experience and continuous practice regarding the subject of the study. The results of the study also show that the informants share their view on work-related time pressure and that they claim this to affect their ability to work with an intercultural perspective. intercultural perspective intercultural approach Spanish language teaching Spanish language learning communicative competence interkulturellt perspektiv interkulturellt förhållningssätt spanskundervisning inlärning av spanska som modernt språk kommunikativ kompetens Specific Languages Studier av enskilda språk Educational Sciences Utbildningsvetenskap
5	Musik och blogg i spanskundervisningen - En aktionsstudie på gymnasiet Fredriksson, Sofia, Årman, Karin January 2012 (has links) I vårt examensarbete undersöker vi användningen av musik som didaktiskt medel i språkundervisningen med hjälp av en blogg, samt hur musiken påverkar språkinlärningen hos gymnasieelever. Vårt syfte är att ta reda på om musiken och bloggen som didaktiska medel kan göra språkundervisningen mer motiverande och lustfylld för ungdomar och på så vis bidra till en fördjupad kunskap inom ämnet. Våra frågeställningar är:•Hur kan musiken bidra till att motivera eleverna att vilja lära sig ett främmande språk?•På vilket sätt kan musiken bidra till elevernas språkinlärning?För att få svar på våra frågeställningar har vi använt oss av olika teorier om andraspråksinlärning, samt av sociokulturella teorier. Vid val av metod har vi inspirerats av aktionsforskning. I vår aktionsforskning ingår planering och genomförande av lektioner, observationer i klassrummet samt enkäter med öppna frågor. Vår undersökningsgrupp består av 18 gymnasieelever som under fyra längre lektionstillfällen undervisas av oss i spanska med musiken som didaktiskt medel. Resultatet av vår studie visar att ungdomar har en benägenhet att söka och ta till sig kunskap om undervisningen utgår från deras vardag för då finner de stoffet relevant och meningsfullt. Eleverna är vana vid att lyssna på musik och känner sig hemma med modern teknologi. Att bloggen och musiken tar plats i klassrummet minskar avståndet mellan klassrummet och ungdomarnas vardag vilket i sin tur gör eleverna mer mottagliga för ny kunskap. Musik varierar undervisningen och skapar glädje och trivsel i klassrummet. En trivsam stämning i klassrummet har också visat sig ha en motiverande inverkan på eleverna som då blir mer benägna att ta till sig kunskapen. Många elever ställer kurslitteraturen i relation till musiktexterna och menar att musiken levandegör språket och kopplar det till ett verkligt sammanhang. Vår studie visar även att när flera sinnen tas i bruk så lär man sig bättre. Att kombinera musik och video har visat sig verka ömsesidigt förstärkande för inlärningen då den information som eleven eventuellt missar via hörförståelsen kompenseras av synintrycket och vice versa. aktionsforskning autenticitet blogg didaktik digitala medier elevinflytande gymnasieelever gymnasienivå hörförståelse IT motivation musik ordinlärning samspel sinnen språkdidaktik språkinlärning prosodi spanska språkundervisning språkutveckling språk spanskundervisning top-down uttalsträning variation i undervisning kommunikation Social Sciences Samhällsvetenskap
6	Den latinamerikanska (under)representationen : En multimodal textanalys av svenskt läromedel för spanskspråkig undervisning / The (under)Representation of Latin America : A Multimodal Text Analysis of Swedish Textbooks for Spanish Teaching Sellgren, Hanna January 2023 (has links) This study aims to investigate the representation of Latin America in verbal and visual text in Swedish textbooks for Spanish teaching. More specifically, this analysis examines how much of the text is represented by Latin American people in comparison to European people, how Latin Americans are represented and how large the prevalence of each form of representation is, as well as which verbal and visual patterns are present in the textbooks. A quantitative content analysis was used to examine the study's question regarding the extent of the different text forms. The method of the analysis for the remaining questions surrounding the representation of Latin Americans was based on a multimodal critical discourse analysis with a social semiotic approach. The result indicates that Latin Americans comprise a smaller proportion of the extent of text than Europeans. Based on the results of the analysis of representation, the textbooks differed to some extent in the representation of Latin Americans, but the common patterns made visible were that Latin Americans are most often portrayed as impersonal and socially distanced in relation to the recipient. Finally, the result of analysis is problematized in relation to the didactic implications that can be brought about while teaching and the importance of teachers having and teaching critical literacy is highlighted. MCDA multimodal critical discourse analysis textbook analysis social semiotics Latin America representation presence equality Spanish teaching MCDA multimodal kritisk diskursanalys läromedelsanalys socialsemiotik Latinamerika representation förekomst jämlikhet spanskundervisning ADM análisis del discurso multimodal análisis de manuales semiótica social América Latina representación presencia igualdad enseñanza de español Specific Languages Studier av enskilda språk Didactics Didaktik Learning Lärande

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